1. Diffusion through a Membrane Simulation

2. Beaker

4. Cell

6. Starch
Starch Molecules

7. Starch
Glucose
Glucose Molecules

8. Starch
Glucose
Iodine
Iodine Molecules

9. Starch
Give it some time…….
Glucose
Iodine

10. Starch
Glucose
Iodine

11. Starch
Glucose
Iodine

12. Starch
Glucose
Iodine

13. Starch
Glucose
Iodine

14. Starch
Glucose
Iodine

15. Starch
Glucose
Iodine

16. Starch
Glucose
Iodine

17. Starch
Glucose
Iodine

18. Starch
Times Up!
Glucose
Iodine

19. Starch
Glucose
Iodine

20. What Diffused in and out the Cell?
Starch
Glucose
Iodine

21. Starch
Glucose
Iodine

22. Starch
Diffused IN
Glucose
Iodine
Water

23. Starch
Glucose
Iodine

24. Starch
Diffused OUT
Glucose
Iodine

25. Starch
Glucose
Iodine

26. Starch
Didn’t Diffuse at All
Glucose
Iodine

27. Starch
Glucose
Iodine

28. Lets look at the epidermis of a Red Onion….Up Close.
What about a real Cell?
Lets look at the epidermis of a Red Onion….Up Close.

30. If we make a wet mount slide of a Red Onion Epidermis it would look like this:

31. If salt water is added, there will be more salt outside the cell than in.
The cell loses water through osmosis as it tries to create a ratio of water:salt inside the cell that matches the outside

32. This Process is Called Plasmolysis

39. What if we add water without salt?

46. Diffusion and Osmosis
Designed to help you understand the concepts of Diffusion and Osmosis and how these cell processes effect the cell;
Define: diffusion, osmosis, hypertonic, isotonic, hypotonic, saline, selectively permeable, molecule size;

47. Part 1: Diffusion
Diffusion: movement of molecules from an area of high concentration to an area of low concentration along the concentration gradient.
Example is when you put your Lugol’s solution into the water and the water began to turn the “rust/tea” color.
After diffusion occurs…
Before diffusion occurs…

48. Part 2: Create a “cell” Soak 10 inches of dialysis tubing;
Tie knot in one end;
Put 10mL of glucose solution in and 20mL of starch solution in;
Pinch/clamp closed and put into cellular environment (Lugol’s and water) for 15 minutes;
Observe the changes and infer what happened
Wait about 15 minutes and observe.
Insert into “cellular environment”

49. After 15 minutes, observe…
What happened to the glucose in the “cell”? …the starch in the “cell”? …the Lugol’s iodine outside the “cell”? Why? S S G I G G G I I G I G I S S
Iodine solution (I) I I I
Glucose solution (G)
Starch solution (S)
At the beginning…
After 15 minutes…

50. And now, the part that makes you cry (ok, not really, but the “Red Onion” part of the lab)…
Prepare a wet mount slide of the inner epidermis of a red onion section;
Observe the red onion and draw what you see;
Add a couple of drops of saline (salt) solution to the epidermis. Wait 5 minutes;
Observe under microscope again, note any changes;
Add freshwater to the slide, wait 5 minutes, observe changes again.

51. Red Onion Plasmolysis Observation
Before and after observations of red onion epidermis under the microscope (400X)
Red onion under in hypertonic (salt) solution. Note cell membrane has “withdrawn” and the cytoplasm has lost water to the salty environment, making it appear smaller and darker.
Red onion under in isotonic (normal) solution. Note cell membrane and cytoplasm almost completely “fill” the boundary of the cell wall.

52. 1. What does the tubing represent?
Cell membrane
2. What is inside the tubing?
Starch & glucose

53. 3. What did we add to make the liquid outside the “cell” amber colored?
Starch indicator (iodine)

54. 4. Why does the inside of the “cell” turn purple or black?
High s.i.conc.
Low s.i. conc.
Starch indicator diffused into the tubing

55. 5. How do we know that starch did not move from the inside to the outside?
No color change outside

56. 6. How can we find out if glucose moved into the beaker?
Glucose (high conc.)
Do a glucose indicator test using the fluid in the beaker

57. 7. After placing 10 drops of the amber solution into a test tube, what do we add to it?
Glucose indicator

58. 8. After adding the glucose indicator solution (blue) what do we do with the test tube?
Heat it

59. 9. If there is glucose in the solution, what will happen to the blue color after heating the tube for 2 minutes?
The color changes

60. 10. The blue color changed to orange
10. The blue color changed to orange. This means that what substance is in the test tube?
glucose

61. starch
glucose
C6H12O6
11. Glucose indicator solution was added to these test tubes, and then the tubes were heated. Which will change color?

62. Were you right?

63. “Making Connections” NYSED Lab
The new NYSED monument, possibly?
(LE teacher humor, you wouldn’t understand…)

64. How many times in one minute can you squeeze a clothespin??
An interesting take on the entire lactic acid build-up argument.

65. First, Look for a pattern…
Taking your pulse is rather simple. Use the index and middle finger of one hand to palpate (feel) the arterial pulse in your radial artery on your wrist.
Count for 15 seconds and multiply by 4 to determine the number of times your heart beats in one minute.
Pulse Rate
Trial #1 ____X 4 = _____ bpm
Note: The NYSED “Making Connections” Lab measures for 20 seconds and multiplies by 3, but any calculation that leads to a count of 60 seconds is acceptable.

66. Collect “Class Data” and prepare a “histogram” of your results…
Pulse Rate per minute (range of averages)
<51
51-60
61-70
71-80
81-90
>90
Number of students in this range
And now, develop and draw your histogram…
<51
51-60
61-70
71-80
81-90
>90
Average Pulse Rate Range

67. And now, make a hypothesis…
Student A
If you exercise first, then you should be able to squeeze a clothespin more times in one minute.
Student B
If you rest first, then you should be able to squeeze a clothespin more times in one minute.
Explain why…
Explain why…

68. Now, do your “experiment” and collect your data…
3... 2… 1… GO!!! Start
counting the number of
Squeezes for one FULL
minute and record your data.

69. The Beaks of Finches NYSED Lab

70. What is the “goal” of the lab?
Demonstrate how Darwin’s Finches (those that he observed on the Galapagos Islands) have adapted new beaks yet remain similar to the shared common ancestor that most likely came from the mainland.

71. Required Supplies for “B of F”
A randomly assigned “beak”
Small seed island
Petri dish
Large seed island
Timer

72. Round 1
Only one seed at a time may be eaten. To be “eaten” it must land inside your stomach.
If you scoop seeds or eat more than one at a time, you “choke” and vomit all of your seeds out.
Average is taken from four trials, 60 seconds each.

73. And now, Round 1… Did you average over 13 seeds? YES NO
Seeds Collected
Partner #1
Trial #1
Trial #2
Partner #2
Trial #3
Trial #4
Average
Did you average over 13 seeds?
YES NO
Go to Round 2 Increased Competition
Repeat Round 1 on the “big seed” island with the same beak

74. Successful in Round 1? Welcome to Round 2!!!
Repeat the same procedure but this time have another “bird” to compete against!
Round Increased Competition
Seeds Collected
Partner #1
Trial #1
Trial #2
Partner #2
Trial #3
Trial #4
Average
Compete the table and move on to Round 3 where there is “Increased Competition” if you average over 13 seeds.

75. Unsuccessful in Round 1? Did you average over 13 seeds this time? YES
Go to a “large seed” island and start over (even though you have starved to death, you are resurrected)
Seeds Collected
Partner #1
Trial #1
Trial #2
Partner #2
Trial #3
Trial #4
Average
Did you average over 13 seeds this time?
YES NO
Get a new “beak” and try yet again
(not a possibility in nature)
Go to Round 2, but with another large seed eater as competition on the “large seed” island

76. Successful in Round 2? Welcome to Round 3!!
Increased Competition
(more than 1 other bird)
Repeat the same procedure but this time have even more birds to compete against!
Seeds Collected
Partner #1
Trial #1
Trial #2
Partner #2
Trial #3
Trial #4
Average
Don’t fret. It is almost over!

77. Not successful in Round 2?
“Here endeth the lesson…”

78. So, what did you learn?
Birds have evolved many different mechanisms and modifications that make them more well-adapted to the environment in which they live.
Structural differences (in beaks) are significant enough to make you into a new species, but you did descend from a common ancestor.
The adaptations that are contribute to the most success allow that individual to survive and reproduce.
The adaptations that are contribute to a lack of success are not passed on since they either starve or have no “breeding rights”.

79. Relationships and Biodiversity NYSED Lab Review

80. Please note:
“Curol” is a fictitious plant extract mentioned in the NYSED lab that has the ability to effectively treat cancer. IT DOES NOT EXIST. Likewise, any “Curol” images included in this presentation are simply images taken from an internet search and are not a cancer cure. It is simply a product found with a similar name. I do not know what it is used for as the website was not translated into the English language.

81. What does this lab entail?
Seven tests that look at the physical, chemical, and microscopic characteristics of three plants that may be able to create Curol, even though they are not Botana curus (the plants that does produce it).
Comparison of data to determine relationships.
Define the crucial need for biodiversity.

82. Test 1 - Structural Characteristics of Plants
QUESTION:
Which leaves most closely resemble the leaves produced by Botana curus?
Record your observations in the data table.
Species Z
Botana curus
Species Y
Species X

83. Test 2 – Structural Characteristics of Seeds
QUESTION:
Which seeds most closely resemble the seeds produced by Botana curus?
Record your observations in the data table.
Botana curus seeds
Species X seeds
Species Y seeds
Species Z seeds

84. Test 3 – Microscopic Internal Structures of Stems
QUESTION:
Which stem structures most closely resemble the stem structures of Botana curus?
Record your observations in the data table.
Species X
Botana curus
Species Y
Species Z

85. Test 4 – Paper Chromatography to Separate Plant Pigments
Water migrates up paper via capillary action and carries plant pigments with it.
B.curus X Y Z
B.curus X Y Z
“Spot” your chromatography paper and label it with a pencil.

86. Test 5 – Indicator Tests for Enzyme M
Botana curus
Botana curus
(“fizzed” a little)
Species X
Species X
(no “fizz”)
Indicator Enzyme M
Species Y
Species Y
(“fizzed” a little)
Species Z
Species Z
(“fizzed” a little)
Add a small sprinkle of “Indicator Enzyme M”
Put two drops of each plant Extract in separate wells of the well tray.
Record your results.

87. Test 6 – Using Simulated Gel Electrophoresis to Compare DNA
The strips below represent the DNA strands extracted from each plant (B. curus, X, Y, and Z). Each strand will be “cut” between a double C/double G. Therefore, lines are drawn below where each strip should be cut. Then, count up the number of bases and paste appropriately in the simulated Gel Electrophoresis table on the next slide.
Botana curus A T T C C G G A T C G A T C G C C G G A T A T A C T C C G G T A A T A T C
Species X A T T G T A C C G G G A T C C G G A C G T C G C G A C T A A T A T A G C A
Species Y A C C G G T C C G G G A T C G C A C C C G G T A C T C C T G T A A T A T C
Species Z A T T C C G G A T C G A T C G C C G G A T A T T C T C C G G T A A T A T

88. Simulated Gel Electrophoresis-
# of Bases
Botana curus
Species X
Species Y
Species Z 24 23 22
G G A C G T C G C G A C T A A T A T A G C A 21 20 19 18 17
G G T A C T C C T G T A A T A T C 16 15 14 13 12
G G A T C G A T C G C C
G G G A T C G C A C C C 11
G G A T A T A C T C C 10 9
G G T A A T A T C 8
A T T G T A C C 7
G G G A T C C 6 5
A T T C C
G G T C C 4 3
A C C 2 1 +

89. Test 7 – Molecular Evidence for Relationships
Botana curus
CAC
GTG
GAC
TGA
GGA
CTC
mRNA
GUG
CUG
ACU
CCU
GAG
Amino acid
Val
His
Leu
Thr
Pro
Glu
Species X
AGA
UCU
Ser
Species Y
Species Z
GTA
CTT
GAA

90. And where did you get those Amino Acids from???
Your friend and mine… The Universal Genetic Code Chart

91. Most similar to Botana curus?
So, what is the closest and most probable alternative source for Curol???
Test
Most similar to Botana curus?
Test 1 – Structural Characteristics of Plants
Species Z as it has the same kind of parallel veination in the leaves.
Test 2 - Structural Characteristics of Seeds
Species Z seeds are flat and striped, much the same as Botana curus seeds are.
Test 3 – Microscopic Internal Structure of Stems
Species Z vascular bundles closely resemble those of Botana curus.
Test 4 – Paper Chromatography of Pigments
Species Z and Botana curus share a similar pattern of pigmentation in paper chromatography.
Test 5 – Indicator Tests for Enzyme M
While many “fizzed”, once again Species Z and Botana curus reacted the same.
Test 6 – Simulated Gel Electrophoresis
Identical banding pattern in both Botana curus and Species Z.
Test 7 – Amino Acid Comparison
Species Z and Botana curus have the most similarities.

92. And the winner is….. (insert drum roll here…)
Species Z